The purpose of this study was to find out the effects of teachers'rnand learners' educational and cultural expectations on innovating wi thinrnthe language learning process.rnTo achieve this aim, first, specially prepared materials which werernconsidered suitable for interactive learning were taught by the researcherrnhimself and by 16 other teachers from 4 government schools, for a period ofrn6 weeks. During this time the researcher observed the teachers teaching arnnumber of the lessons and also carried out self-observation during his ownrnteaching. Subsequently 11 of the teachers who had taught the interactivernlessons and 60 of the students from the re.earcher!s own class completedrnquestionnaires aimed at assessing the feasibility, acceptability andrnrelevance of interactive learning in the light of teachers' and learners'rncultural and educational expectations. The researcher also interviewedrn20 of the students and 6 of the 11 teachers who had completed questionnaires.rnAt the endJthe data was analyzed.rnThe results indicated that:rn(1)A significant degree of modification of perceptions and behaviour} isrnfeasible and acceptable in a fairly short period of time and withrnrelatively little need for persulSion which suggests that, while overallrncultural parameters obviously have a bearing on what happens in thernclassroom, to some extent what happens there is due to habit, priorrnexperience, lack of exposure to more appropriate procedures etc.rn(2) It was possible to persuade most teachers fairly easily of the relevancernand value for learners of a more interactive learning process. Howeverrnin the classroom, teachers found it very difficult to aduust theirrnteaching style over the 6 week period. On the other hand, studentsrn.../rnhrnwere very enthusiastic in the classroom about the interactive learning approachrnbut found it difficult to reconcile how they liked to learn with how theyrnfelt they ought to be learning, based on their prior cultural and educationalrnperceptions of who does what in the classroom.rn(3) The issue of who exercises control and authority in the classroom and thernre~_et'ionship between boys and girls in carrying out group work were bothrnfound to be influenced strongly by cultural expectations. Both issuesrnwould certainly have a strong bearing on the success of any innovation.rn(~) Overall it was concluded that it is possible that we can implement atrnleast to a degree an interactive learning approach in our high schools.rnOn the basis of the study it is recommended that:rn(a) Materials that encourage interactive learning of English should berndeveloped for high schools.rnCb) }iaterials developers be fully aware of the cultural and educationalrnexpectations of teachers and learners and should take these into accountrnin whatever they prepare.rn(c) Teachers be reoriented cautiously and systematically on the rational behindrnthe benefits of learning-based approaches. Discussions should be encouragedrnon cultural issues that may inhibit change.rnCd) In particular the impact of traditional cultural attitudes in certainrnareas that may have a bearinc on the success of initiatives to implementrnchange eg. boy-girl ~elationships and the question of control in thernclassroom should be discussed.